Julie Edmunds
Associated IES Content
Single-Session Panels FY2024
FY2024 Single-Session Peer Review Panel
Grant
National Education Research and Development Center for Improving Rural Postsecondary Education
This Education Research and Development Center will assess strategies for improving rates of postsecondary enrollment and success for students from rural communities across the United States. The Center will accomplish this mission through research conducted using nationally representative data collected by the National Center for Education Statistics, partnerships with state-level higher education agencies, and research projects spanning 10 states and 25 colleges and universities, with prac...
Federal funding program:
Award number:
R305C240065
FY2023
FY2023 Single-Session Peer Review Panel
Grant
The Transfer of College Credits Earned in High School
This exploration project will examine the extent to which college credits earned in high school are transferred to a postsecondary institution and applied to a degree or major. This project addresses the problem that although many students are attaining college-level credits during high school with the goal of getting a head start on their postsecondary education, they do not always graduate from postsecondary institutions as quickly as the number of earned credits would allow.
Federal funding program:
Award number:
R305A230404
FY2022
FY2022 Education Systems and Broad Reform Peer Review Panel
FY2022
FY2022 Single-Session Peer Review Panel
FY2021
FY2021 Single-Session Peer Review Panel
FY2020
FY2020 Education Systems and Broad Reform Peer Review Panel
FY2019
FY2019 Education Systems and Broad Reform Peer Review Panel
Grant
The Evaluation of Career and College Promise
In this project, the partnership will examine the implementation, impact, and cost of all components of Career and College Promise (CCP), a set of three structured dual enrollment pathways in North Carolina (College Transfer, Career and Technical Education, and Cooperative Innovative High Schools, which includes early colleges). The partnership will build the capacity of the participating state agencies to support a cross-sector research agenda; allow for an in-depth and comprehensive respon...
Federal funding program:
Award number:
R305H190036
FY2018
FY2018 Single-Session Peer Review Panel
FY2018
FY2018 Education Systems and Broad Reform Peer Review Panel
Grant
Impact of Early College High School (ECHS) Model on Postsecondary Performance and Completion
Early colleges are small, innovative high schools that combine college with high school to increase college success for students under-represented in postsecondary education. The Early College High School (ECHS) model targets students from low-income families, students who will be the first in their family to attend college, and students from minoritized racial and ethnic groups. This project assessed the efficacy of the ECHS model as implemented in North Carolina, a state that began impleme...
Federal funding program:
Award number:
R305A140361
Grant
Follow-Up to the Study of the Efficacy of North Carolina's Early College High School Model
This project will carry out a follow-up of students already taking part in an evaluation of North Carolina's Early College High School program. Early College High Schools are intended to increase the number of students graduating from high school who are prepared for and who enroll in postsecondary education. In this follow-up study of an earlier IES grant (R305R060022) that found significant initial impacts on 9th and 10th graders, impacts will be estimated for longer-term outcomes includin...
Federal funding program:
Award number:
R305A110085
Grant
Study of the Efficacy of North Carolina's Learn and Earn Early College High School Model
In this project, the researchers proposed to evaluate the impact of early college high schools. Early college high schools, often located on college campuses, were designed to accelerate the academic progress of students while minimizing the barriers between high school and college. At the time of this study, they were a recent intervention with very little research on their impact. Therefore, the researchers aimed to
Federal funding program:
Award number:
R305R060022
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